有夢(mèng)方能圓

張燕

一個(gè)名叫艾米·哈加多恩的小女孩因腦癱而說(shuō)話和走路不同于常人，并因此而在學(xué)校遭人戲弄、嘲笑。當(dāng)她沮喪地回到家時(shí)，媽媽告訴了她一個(gè)令人興奮的消息：無(wú)線電臺(tái)在舉辦一個(gè)愿望大賽……

As Amy Hagadorn， who had cerebral palsy（腦癱）， rounded the corner across the hall from her classroom， she ran into a tall boy from the fifth grade running in the opposite direction.

With a silly smile on his face， the boy took hold of his right leg and copied the way Amy limped （跛行） when she walked. Amy closed her eyes. “Ignore him，” she told herself as she headed for her classroom.

But at the end of the day， Amy was still thinking about the tall boy's mean teasing （嘲笑）. It wasn't as if he were the only one. It seemed that ever since Amy started the third grade， someone teased her every single day. Kids teased her about her speech or her limping. Amy was tired of it. Sometimes， even in a classroom full of other students， the teasing made her feel all alone.

Back home at the dinner table that evening， Amy was quiet. Her mother knew that things were not going well at school. That's why Patti Hagadorn was happy to have some exciting news to share with her daughter. “There's a Christmas wish contest on the radio station，” Amy's mom announced. “Write a letter to Santa， and you might win a prize. I think someone at this table with blonde （金色的） curly hair should enter.”

Amy giggled. The contest sounded fun. She started thinking about what she wanted most for Christmas. A smile took hold of Amy when the idea first came to her. Amy took out a pencil and paper to work on her letter. “Dear Santa Claus，” she began.

While Amy worked away at her letter， the rest of the family tried to guess what she might ask from Santa. Amy's sister， Jamie， and Amy's mom both thought a three?foot Barbie doll would top Amy's wish list. Amy's dad guessed a picture book. But Amy wasn't ready to reveal her secret Christmas wish just then.

Language Study

Ⅰ. Difficult sentences

1. As Amy Hagadorn， who had cerebral palsy， rounded the corner across the hall from her classroom， she ran into a tall boy from the fifth grade running in the opposite direction.

譯文：當(dāng)患有腦癱的艾米·哈加多恩在教室對(duì)面走廊的拐角處轉(zhuǎn)彎時(shí)，她撞上了一個(gè)從相反方向過(guò)來(lái)的高大的五年級(jí)男生。

分析：本句中who引導(dǎo)的是非限制性定語(yǔ)從句。in the opposite direction表示“從相反的方向”。

2. It seemed that ever since Amy started the third grade， someone teased her every single day.

譯文：似乎自從艾米上三年級(jí)開(kāi)始，每天都有人取笑她。

分析：本句中that引導(dǎo)的從句為表語(yǔ)從句。

Ⅱ. Useful expressions

Reading Check

閱讀上面的短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫(xiě)，使之構(gòu)成一個(gè)完整的故事。續(xù)寫(xiě)詞數(shù)應(yīng)為150左右。

When Amy's letter arrived at the radio station， manager Lee Tobin read it carefully.

Suddenly， the postman was a regular at the Hagadorn house.

寫(xiě)作導(dǎo)引

一、語(yǔ)篇研讀

要想續(xù)寫(xiě)內(nèi)容與所給材料內(nèi)容連貫、銜接緊密，必須充分了解所給材料大意。本文是一篇記敘文，故事脈絡(luò)分析如下：

二、情節(jié)構(gòu)思

我們可以基于標(biāo)題、原文和續(xù)寫(xiě)段落首句提供的信息，構(gòu)思要續(xù)寫(xiě)的故事情節(jié)。這一構(gòu)思分為四步。

第一步，根據(jù)已給出的文本判斷文章的立意。

根據(jù)續(xù)寫(xiě)部分第一段的首句“When Amy's letter arrived at the radio station， manager Lee Tobin read it carefully.”可知，無(wú)線電臺(tái)的經(jīng)理被艾米的愿望吸引了。那么艾米的愿望是什么呢？她的愿望應(yīng)該不會(huì)如前文她的家人猜測(cè)的那樣。從已給出的文本我們可以知道，艾米對(duì)于學(xué)校的同學(xué)們模仿、戲弄并嘲笑她這件事情感到很無(wú)力、很厭倦，為此很不開(kāi)心。她的愿望會(huì)不會(huì)與此相關(guān)呢？續(xù)寫(xiě)部分第二段的首句“Suddenly， the postman was a regular at the Hagadorn house.”暗示續(xù)寫(xiě)部分第一段應(yīng)該寫(xiě)了無(wú)線電臺(tái)刊登了艾米的愿望，并且引起了廣泛的關(guān)注，這樣才會(huì)有很多人給她寫(xiě)信，使得郵遞員成了她們家的?？?。文章通過(guò)描述小女孩在遭受疾病和同學(xué)們的嘲笑的雙重打擊下，依然保持樂(lè)觀、積極的精神，同時(shí)通過(guò)對(duì)電臺(tái)經(jīng)理以及郵遞員的活動(dòng)的描寫(xiě)，傳遞了社會(huì)關(guān)愛(ài)弱勢(shì)群體的大愛(ài)精神。

第二步，圍繞續(xù)寫(xiě)第一段所給出的段首句“When Amy's letter arrived at the radio station， manager Lee Tobin read it carefully.”進(jìn)行提問(wèn)：

（1）What was Amy's wish？

（2）How did the manager feel after reading Amy's letter？

（3）What did he do？

（4）Why did he do that？

第三步，根據(jù)續(xù)寫(xiě)部分第二段所給出的段首句倒推續(xù)寫(xiě)第一段要寫(xiě)什么。

分析續(xù)寫(xiě)部分第二段所給出的段首句“Suddenly， the postman was a regular at the Hagadorn house.”，我們可以推斷續(xù)寫(xiě)部分第一段中艾米的愿望獲獎(jiǎng)了并被公開(kāi)，引起了廣泛的關(guān)注。很多人給她寫(xiě)信，也許會(huì)鼓勵(lì)她，也許會(huì)贊揚(yáng)她，也許會(huì)分享類似的經(jīng)歷，這使得郵遞員成為她家的?？汀Ｈ绱税才?，確保兩段之間銜接合理、情節(jié)連貫。

第四步，圍繞已有文本提供的線索和續(xù)寫(xiě)部分第二段段首句進(jìn)行提問(wèn)：

（1）Why was the postman a regular at the Hagadorn house？

（2）Who wrote to Amy and what did they write？

（3）How did Amy feel after this wish contest？

三、潤(rùn)色成篇

在續(xù)寫(xiě)的過(guò)程中要注意“續(xù)”的原則，做到主題、情節(jié)、語(yǔ)言風(fēng)格一致。具體如下：

（1）通過(guò)分析，我們可以推斷出本文的主題是弘揚(yáng)積極正面的價(jià)值觀，故續(xù)寫(xiě)時(shí)應(yīng)注意結(jié)局的設(shè)計(jì);

（2）續(xù)寫(xiě)的情節(jié)應(yīng)和前面的開(kāi)始和發(fā)展吻合，根據(jù)人物的性格特點(diǎn)進(jìn)行合理的預(yù)測(cè);

（3）前文中有多處動(dòng)作描寫(xiě)和情感描寫(xiě)，續(xù)寫(xiě)的時(shí)候應(yīng)注意并模仿這些語(yǔ)言風(fēng)格;

（4）續(xù)寫(xiě)時(shí)注意句子長(zhǎng)短相間、句型豐富，以及語(yǔ)法、用詞、標(biāo)點(diǎn)符號(hào)的準(zhǔn)確性。